CITE Journal - Social Studies - 1 views
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New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
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New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
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New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
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Since more and more schools are using smart and promethean boards, teachers should be trained to use them.
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Teachers should have more course work that deals with how to use computers to enhance the learning experience of their students.
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To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).